The firs one to compare is their Introduction
First Journal, this journal delivers the scrutiny of the iPad as bridge tool as used by the learners and the teachers by way of the learners-iPad-teacher interplay (mediation) and point of result on the sustain of the iPad for speaking skills. The aim of this research is to contribute to the body of research
inside MALL concerning the mediation value of secondary EFL learners' speaking skills development, which is below-researched. It particularly sees at what behavioral changes happen in learners and teachers as a outcome of the iPad as a tool. In particular, this journal investigate the following research question: How does speaking skills supported by mediating tool which is iPad.
The second journal, Obviously, it is necessary to develop communication skills. English oral communication skills are part of this skill set, and thus, students should be supported to gain these skills. Learners of English in Oman often do not have opportunities to speak English outside the classroom, and for many of them, the course book is the only place where they meet English (Al Zedjali, 2009). Although speaking is considered a main language skill that students should improve, it has been widely noticed that they face many difficulties in speaking English. This study aims to find out what speaking difficulties are encountered by grade 5 students in basic education schools in Oman. It also aims to find out the main factors that contribute to the existence of these difficulties.The results of this study can help the Ministry of Education, the EFL teachers, the curriculum designers, and the designers of assessment tools to understand the reasons why our young learners in grade 5 basic education schools find it difficult to speak in English, and consequently, their plans for change and improvement of the students’ speaking skill can produce more effective results when these factors are considered.
The second aspect to compared is their goals
The first journal is aimed to investigate effective language learning pedagogy to use mobile devices is classroom settings to develop foreign language skills specifically by performing speaking tasks as reported in Pegrum (2014) and Lys (2013).
The second journal is aimed to answer the following questions, first question is what are speaking difficulties faced by grade 5 students? And the second question is what are factors that influenced to the existence of those difficulties?
The third aspect is comparing the Method
The first journal, The research followed an action research approach. In classroom action research, concrete and practical issues of immediate concern to teachers and learners are considered by the researcher. It is conducted during regular lessons, particularly qualitative research used common methods such as observations (Burns, 1999). Action research is often considered as a spiralling process of reflection and investigation.Refer to Kemmis and McTaggart (1988), there are four comprehensive steps in a cycle: planning, action, observation and reflection that normally involved in action research. This research followed mainly an action research cycle due to the collaborative and reflective nature of the project itself, even though the researcher was not teaching the students involved in the research (Burns, 2003). One who always considered as of the participants in the cycle was researcher. This research conducted to private middle school in Italia which publicly subsidized and recently took a policy to have a research about iPad for their two classes. In this research, 43 students took a part in the General English Class as a part of Italian.
The second journal, Obviously, it is necessary to develop communication skills. English oral communication skills are part of this skill set, and thus, students should be supported to gain these skills. Learners of English in Oman often do not have opportunities to speak English outside the classroom, and for many of them, the course book is the only place where they meet English (Al Zedjali, 2009). Although speaking is considered a main language skill that students should improve, it has been widely noticed that they face many difficulties in speaking English. This study aims to find out what speaking difficulties are encountered by grade 5 students in basic education schools in Oman. It also aims to find out the main factors that contribute to the existence of these difficulties.The results of this study can help the Ministry of Education, the EFL teachers, the curriculum designers, and the designers of assessment tools to understand the reasons why our young learners in grade 5 basic education schools find it difficult to speak in English, and consequently, their plans for change and improvement of the students’ speaking skill can produce more effective results when these factors are considered.
The second aspect to compared is their goals
The first journal is aimed to investigate effective language learning pedagogy to use mobile devices is classroom settings to develop foreign language skills specifically by performing speaking tasks as reported in Pegrum (2014) and Lys (2013).
The second journal is aimed to answer the following questions, first question is what are speaking difficulties faced by grade 5 students? And the second question is what are factors that influenced to the existence of those difficulties?
The third aspect is comparing the Method
The first journal, The research followed an action research approach. In classroom action research, concrete and practical issues of immediate concern to teachers and learners are considered by the researcher. It is conducted during regular lessons, particularly qualitative research used common methods such as observations (Burns, 1999). Action research is often considered as a spiralling process of reflection and investigation.Refer to Kemmis and McTaggart (1988), there are four comprehensive steps in a cycle: planning, action, observation and reflection that normally involved in action research. This research followed mainly an action research cycle due to the collaborative and reflective nature of the project itself, even though the researcher was not teaching the students involved in the research (Burns, 2003). One who always considered as of the participants in the cycle was researcher. This research conducted to private middle school in Italia which publicly subsidized and recently took a policy to have a research about iPad for their two classes. In this research, 43 students took a part in the General English Class as a part of Italian.
Requirement of Education Ministry and two teachers. Every student had been given an iPad since 2014 for their research in and out of the class. Classroom observation notes from three lessons, student and teacher interviews (N:18), lesson plans on speaking tasks (N:3), comments on speaking focused lessons from teachers’ meetings (3 meetings in total), and survey responses (N:41), those are the data collected. Those data is checked to interrogate the use iPad by teachers and students due to speaking activity performance for six months
The researcher observed the earlier involvement of students with iPad as mediator for studying English in the first phase of research. When they get ability to study simple English task (listen for recording, play it, etc.), observe the use of iPad as mediator to improve EFL skills and to do many things with that language these mean the students had been mastered it. In particular, differential in using iPad, strategy that teachers use and the responsive of students toward mediation in order to speak such as collaboration and self-evaluation is measured. As the result, triangulation with survey data and interview in the earlier research, to compare the perception and students’ habit and teachers toward technology tools.
The second journal, this study involved
five teachers and students of grade 5. The instruments used in this study were
lesson observation, interview and curriculum analysis. Lesson observation was
conducted in the class to reveal the speaking difficulties faced by students.
Four semi-structured interviews were conducted toward students and teachers of
grade 5 to find their perspectives about the factors that caused those speaking
difficulties. The last instrument analyzed the curriculum on the grade 5
textbook (English for Me) based on the two issues. The issues are what speaking
activity the textbook contained are and what type of those activity is.
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